Research that benefits childdren and families

 

Research that Benefits Children and Families

                  “In a recent study, Dr. Frederick Zimmerman and Dr. Dimitri Christakis, both of the University of Washington's Child Health Institute, say new research indicates that toddlers under the age of 3 should not be allowed to watch television at all. They also say that even for older children, the negative effects of too much television outweigh the benefits of shows like Sesame Street” (Mahan, 2005, Para 1).      


           A recent research study was conducted by individuals who are affiliated with the Australian Catholic University, and along with their “co- researchers,” the early childhood teachers “ECT’s,”  find out “How

do young children respond to the various elements and segments of Play School when viewed within a small group in a suburban preschool context?”   The “Play School” is a television program disseminated by The “Australian Broadcasting Corporation (ABC)” (Harrison, 2011, p. 1).

        The subjects of the research were “preschool- age” children (Harrison, 2012, p. 1).  It has been proposed that by the time children reach between three to five years of age they are capable of knowing when adults are providing factual information versus make believe (Harrison 2012, p. 2).  According to Harrison (2012), “Richert, Robb and Smith (2011) argue that, given the high proportion of time now spent by young children watching television, this capacity is likely to extend to television programs and characters” (Harrison, 2012, p. 2). 

        According to Harrison (2012)Richert et al. (2011, p. 91) believe that children who can identify themselves with  certain characters such as  “Dora the Explorer and  those on Sesame Street,”  children who can associate themselves with familiar surroundings and or cultural situations appear to be more readily prepared for problem-solving situations (Harrison, 2012, p. 2).  

        The researchers, and the co- researchers (ECT’s) over a period of time observed and document how the children reacted to certain children orientated based programs (the programs were equal to programs such as” Dora the Explorer, and Sesame Street”).  “The results of the research indicate that Play School encourages the active engagement of young children in play and learning. The findings can be used to guide future program development” (Harrison, 2012, p. 5), although I do not believe television should take the place of the attention children need and are entitled from the caregiver, I do believe that television has its place, and if used in moderation will provide more positive  outcomes than negative ones.

 

 

 

References:

Harrington. C.,(2012). Watching the children watching Play School:
  Indicators of engagement, play and learning; 37(4) 1-8      Australian Catholic University

Mahan, C. (2005).  Scientists say no television for young children

 T.V. Com 

Personal Research Journey

The Social-Emotional Part of Childhood Development

 The reason why I chose the social-emotional part of early childhood development is because I believe how we as caregivers deal with the beginning years of a young child’s social-emotional development will help determine how the child will deal with his or her social-emotional needs throughout the child’s entire lifetime.

I believe, as human beings, our social-emotional developmental needs begin the process of domination at a very young age (maybe as young as newborns). I believe that being able to communicate and or socialize with others is the focal point of our very assistance. “From conception to a child’s first day of kindergarten, development proceeds at a pace exceeding that of any stage of life…Human relationships are the building blocks for healthy development” (The Michigan Department of Community Health, 2003, p. 5).

Acknowledging the fact that all human beings are a member of the human race, with various backgrounds, it is my belief that all young children’s early childhood developmental needs are essentially universal.   I grew up in a home that it was understood that children should be seen and not heard. (I am thinking that I can get a few witnesses to this phrase).  I think that in the United States of America, this phrase was more common than not. In other words, I think it was more of an era than it was cultural. I thank most parents who did practice this phrase meant well.

I believe home should be the of every child’s test pilot for social-emotional interactions.  When I started school, I was very shy. My speech was not of good quality, which at that time further heightened my shyness as well as having a fear of speaking in the presence of others. Because of my insecurities I quickly learned that if I sat in the very back of the classroom and made as little noise as possible no one would ever notice me…it work!!   I believe that if caregivers are aware of the young child’s social-emotional developmental needs the caregiver will be more willing to help young children develop healthy social-emotional habits.

If not becoming too personal, I am very much interested to learn from any of my colleagues if any similar experiences during growing up years thank-you.  

                                                     

 

 

 

Reference:

Michigan Department of Community Health. (2003). Social

Emotional Development in Young Children.

www.mi-aimh.msu.edu